Rapport

Extract

Most teachers would probably say they recognize good rapport when they experience it or are, on occasions, painfully aware of its absence. Scrivener (2011: 15) writes, ‘whereas rapport is clearly important, it is also notoriously difficult to define or quantify’. Turning to the field of psychology for insights, rapport is said to consist of both emotions and behaviour, and is made up of mutual attentiveness (intense interest in what each other is doing), positivity (friendliness and caring), and co-ordination (being ‘in sync’) (Tickle-Degnen and Rosenthal 1990). It includes nonverbal behaviour and is an aspect of interaction rather than of personality. When found in the language classroom, this translates into a palpable ‘level of respect, humour and safety’ where students know ‘they will be listened to with interest’ (Harmer 2015: 114).

Despite being difficult to define, many EFL teachers believe rapport is central to their work. Experienced language teachers, Senior (2006: 266) concludes, tend to be guided in their relationship with their students by ‘general humanistic principles’, and she goes so far as to write, ‘it seems that in teachers’ minds the rapport that they develop with their classes is as important as the pedagogy itself’ (Senior 2006). From the perspective of evaluation of teaching, good rapport can make up for ‘any number of infelicities in the actual design and implementation of a lesson’ (Thornbury 2012). Given the emphasis placed on rapport by experienced teachers, it should come as no surprise that it plays an important role in initial teacher training. The ‘ability to establish rapport and create and maintain learners’ interest’ (Trinity College London 2016: 13) is the third objective of the Trinity College, London, Cert TESOL course. The Cambridge CELTA syllabus has ‘establishing good rapport with learners and ensuring they are fully involved in learning activities’ (Cambridge English 2018: 15) as an objective of the planning and teaching module of the course.